History is often presented as a clean line of dates and deeds, with women’s voices muted or missing. Yet when I read historical fiction, I hear those voices rise. It is in the imagined conversations, the textured inner lives and the careful stitching of research to narrative that women like Eleanor of Aquitaine step out from the margins and take their rightful place at the centre of the story. Historical fiction does not replace the archive. It complements it. It gives shape to the silences and lets Her story speak.
Eleanor of Aquitaine has captivated me for years. She was queen of France, then queen of England, duchess in her own right, patron of culture and mother to kings. Even through the writings of men who often judged powerful women harshly, she still appears intelligent, beautiful, strong of will and frequently labelled as wilful. That tension between what the record says and what it leaves unsaid is exactly where historical fiction does its best work. Through fiction, we can inhabit the rooms where the clerks did not sit, hear the words no chronicler bothered to write, and feel the force of a woman who shaped her world.
Because I am fascinated by Eleanor, I have read widely across authors who approach her life from different angles over my last summer holidays. Each one balances fact and imagination to reveal a fuller portrait. In their hands, Eleanor becomes more than a figure on a timeline. She becomes a person, with agency, complexity and heart. Reading these books has reminded me again and again that history is not only his story. It is also her story, and it deserves to be heard.
Why Historical Fiction Lets Her Story Speak
Historical fiction gives us the space to ask human questions that sources do not answer. What did courage feel like to a woman whose decisions could alter a dynasty. How did she manage loyalty and love in a world that traded both for advantage. What language did she use for her ambitions, her fears and her hopes. Novelists use careful research and responsible imagination to explore these questions. They do not invent the past. They interpret it with empathy, so that readers can understand lives very different from our own.
For women, this matters deeply. The written record often reflects the priorities of men who held the pen. Fiction can step into the gaps and consider the private sphere where much of women’s labour and influence took place. It can restore friendships, mentorships, rivalries and choices that formal chronicles overlook. Reading such stories changes how we see the past. It prompts us to look again at the sources, to notice what was omitted and to seek out voices that were ignored.
This is why I keep returning to Eleanor of Aquitaine through fiction as well as history. Each book adds texture to the tapestry. Each author brings a new hue to the same thread. Together they create a portrait that feels whole. In listening to these imagined yet carefully grounded voices, we are not abandoning truth. We are widening it. We are acknowledging that history is a chorus, and that Her story deserves to sing just as clearly.
Her life reminds us that the past belongs to all of us. Reading and sharing these novels is one way to make sure that our understanding of history includes the women who shaped it. His story has been told for a long time. It is time for Her story to be heard alongside it, fully and without apology.
So if you would like to know a bit about Her-Story, here are some of the amazing authors who wrote about Eleanor:
Books by Elizabeth Chadwick featuring Eleanor of Aquitaine The Summer Queen The Winter Crown The Autumn Throne
Books by Jean Plaidy featuring Eleanor of Aquitaine The Courts of Love Eleanor of Aquitaine: The Young Queen Eleanor of Aquitaine: The Rebel Queen
Books by Sharon Penman featuring Eleanor of Aquitaine When Christ and His Saints Slept Time and Chance Devil’s Brood Lionheart A King’s Ransom
Books by Alison Weir featuring Eleanor of Aquitaine Eleanor of Aquitaine: By the Wrath of God, Queen of England (non fiction) Captive Queen (fiction)
Language and learning are inextricably linked because the latter is hard to achieve without knowledge of the former. Language consists of words used in a structural and conventional way which is the principal method or system of communication communities use to engage with each other and the world (Britannica, 2026; Winch et al., 2020, p. 12). Language can be spoken, written or gestural and its effective use is a fundamental principle underlying a person’s ability to actively engage with their society. Therefore, by this definition and in conjunction with the cognitive model of reading, learning, and literacy by extension, can only occur if a person is competent in using language in its different fields, tenors and modes (Winch et al., 2020, p. 13). The role of the teacher librarian and the library in literacy development is to support language, literacy and learning across the curriculum through the broadening and deepening of student vocabulary by improving semantic understanding of key vocabulary and building background knowledge with quality resources.
Winch et al., (2020) point out that language is an identifiable way for cultures to share meaning with each other and to achieve a common purpose and as such is influenced by context. One subset of language influenced in this way is vocabulary because it is the knowledge of words that exist in a particular language or subject and or the total volume of words known by a particular person (Cambridge, 2026). Therefore it can be inferred that a person’s breadth and depth of vocabulary knowledge is based upon their experience and exposure to a variety of texts (Winch et al., 2020; Lewis & Strong, 2021, p5). A person that reads or is exposed to a wide range of vocabulary through various genres will be highly receptive to new terminology. However, that does not translate into an expressive capacity unless they are able to practice it sufficiently.
Vocabulary can also be perceived to be a bridge between the written and spoken modalities because readers need to be efficacious in their ability to predict and build mental images from the text (Winch et al., 2020, p. 20). This perception is consistent with the constructivist approach to reading because text comprehension is the result of a reader’s ability to combine what is known, with what is presented in the text in order to arrive at new knowledge and understanding (Graves et al., 2019; Winch et al., 2020, p.91; Spence & Mitra, 2023). Competent readers have the additional advantage when it comes to informational texts because they are able to determine the genre and purpose of a text by making predictions based on their knowledge of text structure and the language or vocabulary within the text.
McKenna & Stahl, 2009 – Cognitive Model of Reading.
The cognitive model of reading is centred on a reader’s ability to comprehend language because vocabulary acts like a conduit between the working and long term memory impacting ability to effectively comprehend a text (Graves et al., 2019; McKenna & Stahl, 2009; Winch et al., 2020, p82; Spence & Mitra, 2023). A person with a high vocabulary is more likely to have increased success in reading comprehension because their capacity to understand and connect to the text is greater than someone with a limited vocabulary (Winch et al., 2020, p21). This in turn fuels their ability and capacity to read more, further increasing their capacity. This efficacy, as Lewis & Strong (2021) point out, confirms the commonly known Matthews effect as students learn 15% of new words in contextual reading and that they need greater than twelve encounters with a particular term or phrase to even think of including it into their knowledge schemas. However, even confident readers may be confronted when exposed to factual or informative texts because of the leap in cognition required as each discipline will have their own structure, grammar and specialised vocabulary (Spence & Mitra, 2023). This means both experienced and inexperienced readers will require explicit instruction in semantic knowledge to effectively decode and encode text of increasing complexity (Winch et al., 2020, p.110; Lewis & Strong, 2021, p.7).
Year 9 Science – Semantic mapping
Reading comprehension skills can be supported across the curriculum by increasing a student’s semantic knowledge and background understanding of a topic prior to close reading (Lewis & Strong, 2021). Several pedagogical practices including semantic mapping of tier three vocabulary, the use of text sets to bolster background knowledge as well as explicit modelling of reading strategies can be used effectively to improve reading comprehension and build student capacity (Lewis & Strong, 2021; Spence & Mitra, 2023) However, caution must be used when deciding what text to use in teaching and learning because the use of text can be a limiting factor if infantile resources are used as it limits student capability and capacity (Winch et al., 2020, p114, Lewis & Strong, 2021, pg. 10). Spence & Mitra (2023) point out that it is preferable to scaffold students to complex texts than to provide resources that are age and stage inappropriate.
Text sets are an effective pedagogical strategy to improve vocabulary in a classroom because they encourage students to interact with a wide range of quality, genre specific texts throughout a unit of work. These text sets were specifically curated to improve vocabulary and by extension, reading comprehension. Students were able to engage with short extracts of text that have been appropriately levelled prior to the unit commencing and then were able to re-engage with this text intermittently through the term. This ‘dipping’ in and out of the content allowed students to activate their prior knowledge as well as exposed them to tier two and three terminologies at smaller and more regular intervals. This intermittent exposure is ideal for spaced retrieval practice as teachers are able to regularly gauge the level of background knowledge and understanding the students already have on the topic and as well check for understanding. Furthermore, these vocabulary text sets can be effectively used as text exemplars because they can be formatted to meet the disciplinary genre requirements.
The teacher librarian and library play pivotal roles in supporting language, literacy and learning across the curriculum. Firstly, teacher librarians are well placed to source texts that build semantic and background knowledge. They are able to create and curate text sets, lib-guides, reading lists and book boxes that meet the language and literacy needs of the students. Text sets can be very effectively used to build background knowledge and can be used across classrooms, cohorts and units of work. They can be paper or digitally based; extracts of texts or whole articles; picture books, novels or biographies. They can also be used to explicitly teach vocabulary in discipline specific genres. Teacher librarians can also use their central role in the school to replicate reading strategies across the curriculum, sharing similarly structured resources through various faculties or disciples for a more concerted and systemic approach to literacy and learning. Lastly, teacher librarians are the curators of their collection, and their role is essential to ensure that high quality literature and resources continue to be available to staff and students.
Graves, M. F., Elmore, J., & Fitzgerald, J. (2019). The vocabulary of core reading programs. The Elementary School Journal, 119(3), 386–416. https://doi.org/10.1086/701653
Hiebert, E. H. (2020). The core vocabulary: The foundation of proficient comprehension. The Reading Teacher, 73(6), 757–768.
Lewis, W. E., & Strong, J. Z. (2021). Literacy instruction with disciplinary texts: Strategies for grades 6–12. Guilford Publications. New York
McKenna, M. C., & Stahl, S. A. (2009). Assessment for reading instruction (2nd ed.). Guildford Press
Mitra, A., & Spence, L. (2023). Educational neuroscience for literacy teachers: Research‑backed methods and practices for effective reading instruction. Routledge. New York.
Winch, G., et al. (2020). Literacy: Reading, writing and children’s literature. Oxford University Press. Docklands, Australia.
A term in the life of a teacher librarian is never a simple, steady journey. It rises and falls in energy and pace, shifting between calm stretches, intense bursts of activity and a mid term crescendo that only those who have stood behind a circulation desk during second break truly understand. Teacher librarians do not just follow the rhythm of the school term. We breathe it, support it and often hold it together with a blend of planning, flexibility and a genuine love of learning.
The beginning of the term often appears calm on the surface, but behind the scenes it is a hive of thoughtful planning and collaboration. This early period is spent mapping out programs, updating units, preparing resources and scheduling literacy and information literacy lessons across the curriculum. It is the time for meetings with teachers who bring new ideas for research tasks, nurturing fledging literacy programs or supporting disciplinary literacy through explicit vocabulary instruction. These conversations help shape the curriculum support that will run throughout the term and ensure that every lesson and library experience has purpose and structure. It is also the time for deeper discussions with Heads of Curriculum to align expectations, strengthen research skill development and embed digital and information literacy meaningfully across year levels. The work may be quiet, but it forms the foundation for everything that follows.
By the time the middle of the term arrives, the calm has vanished completely. The library becomes a vibrant and sometimes chaotic hub of constant movement. Students flood through the doors needing books, recommendations or support with upcoming assessments. Borrowing sessions become lively and energetic as classes arrive with armfuls of returns and requests. This is also the busiest teaching period of the term, when the carefully prepared information literacy sessions come to life. Research skills, digital literacy, source evaluation, referencing, note taking and inquiry support all happen at a rapid pace. Teacher librarian roles expand and overlap as we teach back to back lessons, guide students through tasks, troubleshoot technology and support teachers in real time as units unfold.
Amid the flurry, collaboration continues in more practical and immediate ways. Teachers pop in needing quick resources, task sheets are updated on the go and reading groups or book clubs meet regularly. Displays evolve to match what is happening across the school and the flow of students keeps the space buzzing. Moments of humour, curiosity and connection appear constantly, whether it is a student searching for a book they can remember only by its colour or one who is unsure whether reading ten pages a night officially qualifies them as a reader. It is busy and demanding, but it is also the most rewarding time of the term.
As assessment deadlines pass and the term moves into its later weeks, the pace softens again. Students return to the library in search of quiet corners for study, calm spaces for reading or simply a break from the noise of the school day. This slower period allows time to catch up on the larger ongoing projects that were temporarily buried beneath the mid-term rush. There is even the rare moment where a cup of chai stays warm long enough to be enjoyed.
By the final couple of weeks, the library takes on a different kind of energy. Lost books mysteriously reappear from lockers and school bags when billing invoices get sent home. Teachers arrive with last minute requests for resources or holiday reading suggestions. Then there is my own teaching practice, my own classes I have to teach, assess and report on.
Despite the peaks, troughs and everything in between, there is a satisfying sense of purpose in the ebb and flow of library life. Teacher librarians witness students discover stories that inspire them, questions that challenge them and skills that will carry them far beyond the classroom. These moments make every busy break, every full borrowing session and every packed week of information literacy worth it.
This week we celebrate Queensland School Library Week and this year’s theme, School Libraries Light the Way, perfectly captures what our library aims to do every day. School libraries illuminate pathways to learning, belonging, curiosity and joy. They guide students in reading, research, creativity and personal growth while promoting equity and inclusivity for every learner.
Here is how our library is commenced lighting the way in the first few weeks of 2026.
Lighting the Way for Reading, Research and Recreation
Book Clubs in Full Swing: Our book clubs for primary and secondary students have been meeting since Week 2 and the enthusiasm has been wonderful to see. These groups give students opportunities to read for pleasure, discuss ideas and connect with other readers across the school.
Sharing New Books: We continue to promote new books to staff and students. Whether it is a fresh fantasy adventure, a gripping nonfiction title or the newest young adult novel, we work hard to help every reader find something they will enjoy.
Supporting Teacher Professional Learning: We are also lighting the way for staff by ensuring our digital access to teacher journals is current, reliable and easy to use. We share these resources across school networks so that teachers can stay informed, inspired and connected to current practice.
Library Lessons for Years 5 to 8: Our library lessons support student interest and reading engagement. These sessions are planned to build student efficacy in navigating their own reading journey.
Information Literacy for Years 7 and 8: I collaborated with classroom teachers to deliver information literacy instruction that is authentic and practical. Students are learning to locate information, evaluate sources and use material ethically, which helps prepare them for success in school and beyond.
Lighting the Way for Equity and Inclusivity
Lunar New Year Activities: From this week we will offer Lunar New Year activities during language classes and at lunchtime. These activities build cultural understanding and celebrate the rich diversity of our school community so that every student feels valued and represented.
The Happy Book Dragon: Our library is also home to its resident happy book dragon (aka ME) who lives and breathes book trivia and reading joy. Sometimes lighting the way simply means sharing enthusiasm and creating a space where curiosity thrives.
Lighting the way together
Queensland School Library Week is a reminder of the powerful role a school library plays in the life of a community. From nurturing readers to supporting staff and celebrating cultural diversity, our library is proud to be a guiding light in our school.
Here is to a bright and book filled week and to the many ways libraries continue to light the way every day.
The beginning of each academic year presents both opportunity and challenge. It is a time characterised by optimism, renewed energy, and a shared commitment to supporting student learning and wellbeing. However, it is also a period marked by competing priorities, operational demands, and the rapid transition from planning to implementation.
As is often the case, the intensity of Staff Week and the early weeks of Term 1 meant that dedicated time for strategic reflection was limited. I discovered that in between the mandatory tutorials, staff meetings, faculty meetings and wellbeing sessions, I didn’t quite get the time to organise and articulate my own vision for the 2026 academic year. Rather than viewing this as a setback, it has prompted a more deliberate and considered approach to articulating a clear library vision and set of priorities for 2026 — grounded in the school’s strategic direction and responsive to the evolving needs of the community.
As the school’s sole Teacher Librarian, I am tasked with organisation, development and delivery of the school’s library programs and services. This role requires the library to function not simply as a resource hub, but as a key driver of teaching and learning, student engagement, and inclusive practice.
The foundation for any of the school’s library programs and services is the school’s 2024–2026 Strategic Plan, supported by the school’s mission and vision, and further informed by the Edmund Rice Education Australia (EREA) Touchstones, particularly Liberating Education and Inclusive Community. These frameworks provide both direction and accountability, ensuring that library initiatives meaningfully contribute to whole‑school priorities.
Strategic Priority 1: Curriculum and Teaching & Learning Support
The primary purpose of the school library is to support curriculum delivery and enhance student learning outcomes. In alignment with the school’s strategic priorities, the library’s focus in 2026 will be on strengthening practice within the middle years, where targeted intervention and skill development have the greatest long‑term impact. Key curriculum‑aligned priorities include:
Strengthening literacy development through collaborative, resource‑based learning approaches across faculties, in particular science and religious education.
Designing and implementing a structured information literacy program that explicitly teaches research skills, critical thinking, and ethical information use.
Supporting inclusive curriculum delivery by ensuring access to high‑quality resources in a range of formats and modalities to meet the diverse learning needs of students.
Through purposeful collaboration with teaching staff, the library will act as both a partner in curriculum design and a facilitator of inquiry‑based learning experiences.
Strategic Priority 2: Community, Wellbeing, and Culture
While curriculum support remains central, the library also plays a vital role in fostering student wellbeing, belonging, and engagement. A contemporary school library must function as a flexible, inclusive space that supports both academic and social development. In essence, for research, reading and recreation. In 2026, community‑focused priorities include:
Maintaining a welcoming and inclusive library environment for staff and students.
Strengthening a whole‑school culture of reading, with an emphasis on reading for pleasure and student choice.
Collaborating strategically with the Diverse Learning and Pastoral Teams to support students with complex social, emotional, and learning needs.
By intentionally balancing structure with flexibility, the library will continue to support student wellbeing while reinforcing positive engagement with learning.
Strategic Priority 3: Professional Relationships and Capacity Building
The effectiveness of the library is directly linked to the strength of the relationships that underpin its operation. In 2026, a key professional focus will be the continued development of strong, purposeful connections with:
Teaching staff
Students
The wider school community
These relationships are central to successful collaboration, responsive service delivery, and the library’s role as an embedded component of the school’s learning culture.
Now that I have a framework, I can now focus on building programs that meet these goals.
Last week I went back to work. It was very difficult to swap my afternoon naps for faculty meetings and my long lunches for a quick bite on the go. It was also very difficult to not indulge in my favourite early evening activity of a cocktail with a book.
Like with many people returning to work, the common question was..
“how was your break?” Or “what did you do?”.
Well… at first, I mentioned hanging with my family, visiting friends, travelling for Christmas. But the reality, the actual reality of my holidays was that I read books.
I read a lot of books.
I read every spare moment I had. Between lunch dates, on the bus, in the car, waiting for friends at coffee shops. I even had my book with me on late nights out for my 2.30am bus ride home. I stayed up late and woke up early just to finish my latest novel. At one point, my husband was getting frustrated with my late nights… but to no avail. I needed to read! As Maverick and Goose once said in a quote that I am going to appropriate…
I feel the need, the need to read…
January Reads
As teachers we know it is very hard to read what we want during the term. We are often reading class novels, essays, assignments, emails and meeting notes that should have been emails. I knew, that to fill my bucket of prose, I needed to read till my heart was full before I started the new academic year.
So, over the six weeks of summer holidays I did just that- I read 34 physical books, 4 eBooks and 2 comics. I am still on the mission to finish the rest of the Tintin series over the next few weeks – but for now, this particular book dragon is exceedingly happy.
Jane Austen was born on 16 December 1775 in Steventon, Hampshire, into a lively and book loving family. She grew up surrounded by stories, plays and the gentle chaos of a household that valued reading as much as conversation. Her early writing began in childhood and by her early twenties she had drafted the novels that would later become some of the most beloved works in English literature. Although she published anonymously during her lifetime, her six completed novels have secured her place as one of the most influential writers in the world. Austen died in 1817 at the age of forty one, leaving behind a body of work that continues to shape literary culture.
Reflecting on her two hundred and fiftieth birthday invites us to consider the extraordinary reach of her writing. Austen’s novels have had a profound impact on literature, particularly on the development of female authorship. At a time when women were discouraged from publishing and often expected to remain silent in public life, Austen wrote with clarity, wit and a sharp understanding of social structures. Her success opened doors for generations of women who saw in her work a model of intellectual authority and creative independence. As Penguin Books notes, Austen herself was shaped by earlier women writers such as Frances Burney and Charlotte Lennox, which strengthens her place in a long lineage of female creativity.
Austen’s influence is not limited to literary technique. Her novels have offered women across three centuries a way to see themselves reflected in fiction. Readers in the nineteenth century found in her characters a quiet rebellion against restrictive social norms. Women in the twentieth century embraced her work as part of a broader feminist reclamation of female voices in literature. Today, readers around the world continue to find comfort, humour and insight in her stories. Her heroines navigate love, family and society with a blend of vulnerability and strength that feels remarkably contemporary.
Part of Austen’s enduring appeal lies in her ability to capture universal human experiences. Themes of love, pride, misunderstanding and personal growth transcend time and geography. Whether read in Sydney, Seoul or São Paulo, her novels resonate because they speak to the complexities of relationships and the desire for self determination. Modern readers still recognise the awkwardness of a poorly timed remark, the sting of social judgement and the joy of finding connection with someone who truly understands you.
This year, as part of celebrating Austen’s two hundred and fiftieth birthday, I have been sharing my love of her work with my children. My eldest and I set ourselves the gentle challenge of spending the year reading Austen’s novels together, dipping into their many adaptations and enjoying the film versions along the way. It has been a joy to watch them discover the sharp humour of Elizabeth Bennet, the quiet resilience of Anne Elliot and the mischievous charm of Emma Woodhouse. While the BBC’s 1995 Pride and Prejudice remains the gold standard in our household, the vibrant 2006 film Bride and Prejudice has become a close second, its colour and music adding a new dimension to a familiar story.
Among her works, Pride and Prejudice remains the most widely adapted and reimagined. First published in 1813, the novel has inspired countless reinterpretations across literature, film and television. From the beloved 1995 BBC series to the energetic 2006 Bollywood inspired adaptation, from contemporary retellings like Bridget Jones’s Diary to genre bending works such as Pride and Prejudice and Zombies, the story of Elizabeth Bennet and Mr Darcy continues to evolve with each generation.
This week’s celebratory texts.
To celebrate this ongoing creative legacy, here are several modern novels inspired by Austen’s work.
Longbourn by Jo Baker
Eligible by Curtis Sittenfeld
The Austen Project series
The Mysterious Death of Miss Jane Austen by Lindsay Ashford
The Jane Austen Contest by Samantha Adkins
Miss Austen by Gill Hornby
Recipe for Persuasion by Sonali Dev
Being Mrs Bennet by Alexa Adams
The Jane Austen Book Club by Karen Joy Fowler
The Jane Austen Project by Kathleen A. Flynn
The Lost Memoirs of Jane Austen by Syrie James
Jane and the Waterloo Map by Stephanie Barron
First Impressions by Charlie Lovett
The sheer number of adaptations speaks to the novel’s flexibility and its emotional power. Each version highlights different aspects of the story, whether it is the tension between individual desire and social expectation or the transformative power of self reflection. For many readers and viewers, these adaptations serve as an entry point into Austen’s world, leading them back to the original text and deepening their appreciation for her craft.
As someone with a librarian’s heart, I cannot help but smile at the thought of trying to catalogue every adaptation of Pride and Prejudice. The varied formats alone would fill shelves upon shelves. There are novels, films, television series, graphic novels, web series, audiobooks, retellings set in different eras and even reinterpretations that place the characters in entirely new genres. The challenge of organising these interconnected works is both daunting and delightful. It is the kind of bibliographic puzzle that makes a catalogue shimmer with possibility.
Austen’s two hundred and fiftieth birthday is more than a milestone. It is a reminder of the lasting power of storytelling and the importance of women’s voices in literature. Her novels continue to inspire readers, writers and scholars. They invite us to reflect on our own lives and relationships. They remind us that wit and empathy can coexist, that social critique can be delivered with elegance and that love stories can be both romantic and intellectually rigorous.
As we celebrate her legacy, we honour not only the writer she was but the generations of women who have found courage, companionship and creative spark in her pages. Austen’s work remains a testament to the idea that stories can shape the world and that a quiet voice can echo across centuries.
References
Adichie, C. N. (2014). We should all be feminists. Fourth Estate.
As the scholastic year draws to a close, children and teenagers eagerly anticipate the long summer holidays filled with play, family time and relaxation. While this break is important for wellbeing, research consistently shows that it can also lead to what is known as the summer reading slump. This phenomenon refers to the decline in literacy skills that many children experience during extended school breaks. Studies have found that children can lose up to a month of learning over summer, particularly in reading and spelling, with the effect most pronounced among children from lower socio-economic backgrounds who may have limited access to books and literacy-rich environments (National Library of New Zealand, n.d.).
Evidence from New Zealand highlights the importance of structured literacy teaching in preventing this decline. A study published in the New Zealand Journal of Educational Studies determined that the impact of explicit phonics, phoneme awareness and decoding strategies can embed foundational skills deeply enough to withstand the summer gap (Vosslamber, Walker, Millar-Swan, Motha, & Gillon, 2025). This reinforces the idea that strong classroom instruction can provide a buffer against learning loss.
Alongside structured teaching, regular reading at level is critical. When children engage with texts that match their ability, they reinforce vocabulary, comprehension and decoding skills while building confidence and motivation. Reading at level prevents cognitive decline associated with long breaks from literacy activities. Research also shows that children who participate in summer reading programs are more likely to maintain or improve their literacy skills. Benefits include increased motivation, improved comprehension and stronger connections between home and school learning (Reading Eggs, n.d.).
Governments and councils are aware of the risks posed by summer learning loss, which is why many have invested in free summer reading programs. These initiatives encourage children to keep reading for pleasure and skill development during the holidays. The Brisbane City Council Summer Reading Program, for example, offers fun challenges, rewards and community engagement to keep children motivated throughout the break (Brisbane City Council, n.d.). Programs like these not only support literacy but also foster a love of reading that lasts well beyond the summer months.
At my school, we have taken this one step further by setting up a summer reading challenge for both staff and students in the form of bookmarks. Students were given bookmarks that encouraged them to read a funny book, a book with a hero, a book by an Australian author and a book with an animal character.
Staff were challenged to read a book that made them laugh, one that made them cry, a book that gave hope and one recommended by a friend. This shared challenge not only promotes literacy but also builds a sense of community, with staff and students alike engaging in conversations about their reading choices and discovering new perspectives together.
The summer holidays should be a time of joy, but they do not have to mean a setback in learning. With structured teaching approaches, regular reading at level, community programs that make books accessible and fun, and school-based initiatives like reading challenges, children and adults alike can return to school inspired and ready to thrive. The evidence is clear: consistent engagement with reading is one of the most effective ways to prevent the summer slump and ensure that literacy skills continue to grow.
Suggestions for Teachers and Parents
Encourage children to read daily, even for short periods, with books that match their reading level.
Provide access to a variety of texts, including humorous stories, adventure tales, and culturally relevant works.
Model reading behaviour by sharing your own reading experiences and discussing books together.
Participate in local library programs or community reading initiatives to maintain motivation.
Create family reading routines, such as bedtime stories or shared reading times, to embed literacy into everyday life.
Celebrate reading achievements with small rewards or recognition to sustain enthusiasm.
Vosslamber, A., Walker, J., Millar-Swan, A., Motha, J., & Gillon, G. (2025). The impact of Better Start Literacy Approach teaching on the retention of children’s early literacy skills over the summer holidays. New Zealand Journal of Educational Studies, 60(3), 435–449. https://doi.org/10.1007/s40841-025-00405-2
As the school year wrapped up last week, I found myself reflecting on the many moments that shaped our library community in 2025. There have been challenges, yes, but also plenty of reasons to celebrate.
One of the brightest sparks has been our book clubs. What started as a simple idea, a few snacks and a chance to talk about stories, has grown into something much bigger. My secondary Book Club stands out. At the beginning of the year they were a small group, some unsure of what to read, others firmly attached to their favourite genres. Over time, though, their borrowing soared. They began exploring fantasy, contemporary fiction and graphic novels, and while one dedicated manga reader still resists branching out, the group as a whole has broadened its horizons. More importantly, they began to see reading as part of who they are. They recommend titles to each other, debate endings, and even suggest new books for the library. Watching that transformation has been a joy.
Research reminds us that this is exactly what book clubs are meant to do. They make reading social, they build confidence, and they help young people see themselves as readers. The secondary Book Club Boys proved that in the most authentic way, showing how a community of peers can turn reading from a solitary task into something shared and celebrated.
From a whole school review, borrowing levels across the school have also risen, returning to pre COVID rates. Much of this growth has come from our younger readers, whose enthusiasm has been infectious. Their excitement has created a vibrant culture of reading in the primary years, and their participation in activities has been a highlight of the year.
Of course, there are challenges we cannot ignore. Very few of our Year 10 to Year 12 students are reading recreationally, and this is concerning. Intertextuality, the ability to connect ideas across texts, is vital for analysis and for building strong cognitive connections. Without regular reading, those skills are harder to develop. We also continue to see limited engagement from Years 7 to 10 English classes, despite enthusiastic promotion. There seems to be a reluctance to lose curriculum time.
Our team dynamic has shifted too, with members coming and going. Change always brings adjustment, but it has also brought fresh perspectives and energy. We have expanded our digital resources, and while uptake has been slow, steady gains are being made as students and staff grow more comfortable with these platforms.
Perhaps the greatest success of all has been the way the library has become recognised as a social space where everyone is welcome. It is not only a place for books, but a hub for connection, collaboration and belonging. That sense of community is something we can all be proud of.
We closed the year with our Books & Bites Christmas party, a joyful celebration of new releases and Christmas treats. Each student received a reading journal with a challenge to read four books over the summer, along with handmade gifts, ornaments, bookmarks, and pen holders, sewn over the past few weeks. These tokens were a way of honouring the shared love of reading that binds us together.
As we finish the 2025 chapter, I am reminded that reading is not just about borrowing books, it is about building minds, fostering empathy and preparing students for the complexities of the world.
“As we finish this chapter and look ahead to the new year, I am reminded that Christmas is a season not only of rejoicing, but of reflection. May the joy of stories, the warmth of community, and the promise of new beginnings carry us into the year ahead.”
Women, Memory and Exile: A School Library Reflection
Adding Fly Wild Swans to our school library felt like a natural continuation of a legacy. Wild Swans has long stood as a canonical piece of literature, a book that captures the struggles of three generations of women against the backdrop of China’s political upheavals. In her second publication Fly Wild Swans, Jung Chang turns her gaze inward, reflecting on the cost of telling that story and the way truth can estrange a writer from her homeland. It is a pensive work that reminds us how women across centuries have shouldered familial and societal expectations, carrying memory and resilience even when nations would rather forget.
Jung Chang and her canons of literature
For students, these books are more than history. They are lessons in courage, in the power of memory and in the resilience of women who endured both familial duty and political oppression. Wild Swans explores the tension between tradition and rapid government‑driven progress. What was presented as modernisation often meant the destruction of customs and the breaking of family bonds as the Cultural Revolution tore families apart and demanded loyalty at the expense of tradition. Her story gave voice to three generations of women living through the upheavals of Mao’s China and this new work is written not only of her mother and her homeland, but of the burden of truth itself, and the cost of bearing witness when a nation would rather forget.
Fly Wild Swans reveals the aftermath of telling that truth, showing how a writer can be celebrated abroad yet silenced at home. Jung Chang turns her gaze inward, reflecting on the cost of telling that story and the way truth can estrange a writer from her homeland. Unlike Wild Swans, which focused on her mother and grandmother, this new work is more personal. It explores how writing Wild Swans changed her life, both opening doors in the West and closing them in China. There is a deep melancholy in her reflections on being unable to freely return to her birthplace. The success of Wild Swans brought her recognition abroad but estrangement at home. This tension between belonging and exclusion mirrors the broader story of women in history, who have often been celebrated for their endurance yet denied the freedom to define themselves.
I chose to buy Fly Wild Swans for my school library because it is a book that students should encounter, not only for its historical insight but also for its profound exploration of resilience, identity and the role of women in shaping and surviving history. Adding Fly Wild Swans to our collection ensures that the conversation continues, allowing readers to see how the legacy of truth‑telling reverberates across generations.
By placing both works on our shelves, we invite students to consider how politics, family and identity intersect, and how women across centuries have borne the burden of expectation while still finding ways to endure. These books remind us that literature is not static. It evolves, it questions and it carries forward the weight of generations.
Learning through the Library 